A teacher education program at Loretto Heights College (Colorado) integrates multicultural education into an undergraduate teacher education program. Opinions on student needs were gathered from liberal arts faculty, minority representatives, elementary and secondary school staff, teacher educators, and students in teacher education. The diverse background of pupils has influenced American educational development, spurred by pressure from special interest groups, legal actions, and the concerns of educators. The program acknowledges this diversity by seeking to develop knowledge, ability, and attitudes in prospective teachers in each phase of study. The initial required courses introduce basic cognitive information regarding multicultural education. In the sophomore year, candidates officially request admission into the teacher education program, where courses are increasingly method-oriented. When the student teaching phase is approached, a further commitment and a reevaluation process is required. The final phase is one of renewal, where students reflect on the entire cycle and seek a synthesis of the knowledge gained. The entire process may be viewed as acculturating a student into a profession. (FG)